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Facilitators and Barriers to Service Learning in China: Perspectives of Chinese Students Felicia Wilczenski & Wenfan Yan University of Massachusetts Boston Meilin Yao Beijing Normal University China
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Schools and universities: In various countries included in this study (China, Philippines, Malaysia, Mongolia, Singapore and Thailand), primary and secondary schools as well as universities and technical colleges are increasingly incorporating service-learning, civic education and youth participation into classroom-based and extra- curricular activities. Universities are also conducting research on youth needs, attitudes, and forms of participation. In some cases, the impetus for these activities comes from teachers and administrators; in other cases, governments, international organizations or young people themselves are the driving forces. Young People’s Civic Engagement in East Asia and the Pacific A regional study conducted by Innovations in Civic Participation February 2008; UNICEF EAPRO
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Civic Attitudes and Skills Questionnaire (CASQ) Moely, B.E., Mercer, S.H., Ilustre, V., Miron, D., McFarland, M. (2002). Psychometric properties and correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A measure of students’ attitudes related to service learning. Michigan Journal of Community Service Learning, 8, 15-26.
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Understanding of the World and Self Social Justice Attitudes & Diversity Scales Measures attitudes toward poverty, race, and public policy issues “People are poor because they choose to be poor.” “I find it difficult to relate to people from a different race or culture.” “It is important that equal opportunity be available to all people.”
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Value-Expression Civic Action Scale Assesses plans for future involvement in civic and community issues “I plan to help others who are in difficulty.”
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Sampling Purposive sampling strategy Schools from East and West China represented a wide range demographically Local education agencies helped to identify and recruit participating schools Beijing Normal University graduate students and staff at local education agencies collected data
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Response 90% of surveys returned 167 incomplete surveys (>10% missing data) excluded from analysis N=3193
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Sample Demographics Area Rural70.3% Urban29.7% School Type Key63.4% Ordinary36.6% Gender Female 49.3% Male50.7% Family Only child50.3% With sibs 49.7%
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Grade Level Junior High 7 th 9.5% 8 th 17.7% 9 th 27.6% High School 10 th 23.6% 11 th 10.8% 12 th 10.8%
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Father’s Education No Schooling.6% Elementary 10.3% Junior High 34.3% High/Voc 31.4% College21.2% Graduate 2.3% Mother’s Education No Schooling 2.3% Elementary 14.7% Junior High 34.5% High/Voc 31.2% College16.3% Graduate 1.1%
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Family Income Low19.0% Low Middle35.5% Middle22.1% High Middle15.3% Upper 8.2%
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Civic Attitudes and Skills Questionnaire Reliabilities Scale Cronbach’s Alpha Social Justice Attitudes.702 Diversity Attitudes.561 Civic Action Plan.899
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Summary of Regression Analysis for Variables Predicting Civic Action Plan Predictor B Std. Error Beta t Sig. Demographics Female gender.055.021.050 2.588.010 Only child-.023.026 -.021 -.900.368 Father’s education -.011.015 -.021 -.752.452 Mother’s education.008.016.015.515.606 Family income.005.010.010.453.650 Rural area.012.029.010.410.682 Key schools.103.029.088 3.567.000 Grade level.061.011.120 5.594.000 Motivation & Attitudes *Achievement goals.054.019.067 2.899.004 Social justice attitude.303.020.298 15.306.000 *Achievement goal: M = 2.3; SD =.686 1 = Junior High; 2 = High School; 3 = College
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Results After taking demographic variables and achievement goals into account, social justice attitude was the best predictor of civic action planning. The model explained 13.9% of the variance in civic action planning.
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Implication To promote civic engagement, social justice education is a necessary first step. Service learning would be a meaningful social justice pedagogy.
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References Clark, J. (2008). Social justice and moral education in China. New Zealand Journal of Teachers’ Work, 5, 44-53. Goldman, M., & Perry, E.J. (2002). Changing meanings of citizenship in modern China. Cambridge, MA: Harvard University Press.
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